Lesson 1: Nutrition & Fast Foods What do I want students to learn? I want students to understand THAT: ·Proper nutrition is essential part of their lives ·As important as it is to eat, choosing the right foods is crucial oImportance of decision can have life long effects ·Quick is not always easy I want students to know: ·Nutritional values ·Certain food types and their effects ·Public Health Issues correlated with malnutrition I want my student to be able to: ·Formulate an opinion about what they consider health issues to be and why ·To voice/hold a debate about their opinions about an issue at hand How will I get them there? Aim: Why do we “super-size” that? Do Now:Day 1: Identify few health issues that are very prominent in the U.S. today. Day 2: Write down on a SMALL piece of paper your health issue. (Share the same piece of loose-leaf with as many classmates at possible) Day 3: Please come to front and pick out of a jar a number.(This will be used to match up team members for the debate) Day 4:In your notebooks, write down at least 2 organs involved in the digestive system. Transition:As a class hold a discussion about all the various health issues that were mentioned. Have students discuss their opinions and feelings about these issues and orally as together as a class come up with preventative ideas. Description of Lesson: 1.Health issue debate will be organized and completed within 4 class days, this included an in class debate and discussion which is scheduled for the 4th day of Mini-Project. a.This mini-project will serve as a means to engage student’s interest in the content centered on nutrition, which will lead into digestive system and skeletal system functions. 2.Day 1: Health Issues and Prevention a.Students will be asked as the Do Now to come up with as many health issues they might have heard of in the news today, or those that affect them personally b.A class discussion will be held with naming the issues, each student will be allowed to volunteer their issue and state why they believe that issues is important. c.Students will be given time on the classroom computer, to look up statistics, effects of this health issue on society and any other important issue they might feel will help in their debate. d.Since now all the student will have sufficient amount of time for this research, those that didn’t feel they have enough information will be asked to complete their research at home for the next lessons debate. 3.Day 2: Class Discussion on Issues a.An entire class will be allotted for discussion of these issues. b.Students will decide on ONE issue they feel is the most important. i.I will lead this discussion towards obesity, so that it can tie in with the nutrition unit, which encompasses digestive and skeletal system. c.With 15 minutes left of the class the students will be divided into 2 teams for the next class debate.I will be walking around and as a form of formative assessment help develop their ideas towards the biological systems, giving them more ideas that tie their issue and how that issue affects the body. i.Team Nutrition 1.This team will be asked to look up how certain foods affect/cause obesity, and come up with an alternative diet for “patient X” who is suffering from obesity. ii.Team Exercise 1.This team will be asked to look up how exercise can help and alleviate/prevent obesity.Students will be asked to come up with an exercise routine for “patient X” who is suffering from obesity. 4.Day 3: Class Debate a.Student will have a chance to voice their opinions on the health issues studied from the past 2 days. b.One student from each team will be paired with a student from another team. (i.e. Team Nutrition + Team Exercise) and they will each present their debate to try and help “patient X.” 5.Day 4: Review of Discussion & Transition to Digestive System a.A 15 minute Discussion will be held at the beginning of the class to arouse emotions about their previous finding about the health issue studied. b.This discussion is intended to raise awareness in students so that they can lead healthier lives. c.Taking the student’s Do Now responses, a transition into the digestive system will be led. d.With the answers, once again we will discuss how that health issue affects the organs they mentioned. (i.e. fat deposits in blood vessels, causing hypertension) e.Inquiry based approach will be used to get the students to answer their own questions. i.Meaning, if a student names a particular organ, that same student will be asked to explain why that organ is affected in obesity, etc.
What do I want students to learn?
I want students to understand THAT:
· Proper nutrition is essential part of their lives
· As important as it is to eat, choosing the right foods is crucial
o Importance of decision can have life long effects
· Quick is not always easy
I want students to know:
· Nutritional values
· Certain food types and their effects
· Public Health Issues correlated with malnutrition
I want my student to be able to:
· Formulate an opinion about what they consider health issues to be and why
· To voice/hold a debate about their opinions about an issue at hand
How will I get them there?
Aim: Why do we “super-size” that?
Do Now: Day 1: Identify few health issues that are very prominent in the U.S. today.
Day 2: Write down on a SMALL piece of paper your health issue. (Share the same piece of loose-leaf with as many classmates at possible)
Day 3: Please come to front and pick out of a jar a number. (This will be used to match up team members for the debate)
Day 4: In your notebooks, write down at least 2 organs involved in the digestive system.
Transition: As a class hold a discussion about all the various health issues that were mentioned. Have students discuss their opinions and feelings about these issues and orally as together as a class come up with preventative ideas.
Description of Lesson:
1. Health issue debate will be organized and completed within 4 class days, this included an in class debate and discussion which is scheduled for the 4th day of Mini-Project.
a. This mini-project will serve as a means to engage student’s interest in the content centered on nutrition, which will lead into digestive system and skeletal system functions.
2. Day 1: Health Issues and Prevention
a. Students will be asked as the Do Now to come up with as many health issues they might have heard of in the news today, or those that affect them personally
b. A class discussion will be held with naming the issues, each student will be allowed to volunteer their issue and state why they believe that issues is important.
c. Students will be given time on the classroom computer, to look up statistics, effects of this health issue on society and any other important issue they might feel will help in their debate.
d. Since now all the student will have sufficient amount of time for this research, those that didn’t feel they have enough information will be asked to complete their research at home for the next lessons debate.
3. Day 2: Class Discussion on Issues
a. An entire class will be allotted for discussion of these issues.
b. Students will decide on ONE issue they feel is the most important.
i. I will lead this discussion towards obesity, so that it can tie in with the nutrition unit, which encompasses digestive and skeletal system.
c. With 15 minutes left of the class the students will be divided into 2 teams for the next class debate. I will be walking around and as a form of formative assessment help develop their ideas towards the biological systems, giving them more ideas that tie their issue and how that issue affects the body.
i. Team Nutrition
1. This team will be asked to look up how certain foods affect/cause obesity, and come up with an alternative diet for “patient X” who is suffering from obesity.
ii. Team Exercise
1. This team will be asked to look up how exercise can help and alleviate/prevent obesity. Students will be asked to come up with an exercise routine for “patient X” who is suffering from obesity.
4. Day 3: Class Debate
a. Student will have a chance to voice their opinions on the health issues studied from the past 2 days.
b. One student from each team will be paired with a student from another team. (i.e. Team Nutrition + Team Exercise) and they will each present their debate to try and help “patient X.”
5. Day 4: Review of Discussion & Transition to Digestive System
a. A 15 minute Discussion will be held at the beginning of the class to arouse emotions about their previous finding about the health issue studied.
b. This discussion is intended to raise awareness in students so that they can lead healthier lives.
c. Taking the student’s Do Now responses, a transition into the digestive system will be led.
d. With the answers, once again we will discuss how that health issue affects the organs they mentioned. (i.e. fat deposits in blood vessels, causing hypertension)
e. Inquiry based approach will be used to get the students to answer their own questions.
i. Meaning, if a student names a particular organ, that same student will be asked to explain why that organ is affected in obesity, etc.
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